Approaches: The Lexical Approach Explanation: The lexical approach is appropriate for the apperceived input state, where learners are becoming aware of the new language, but have not reached comprehension yet. In this approach intensive and extensive listening and reading in English is used with the biggest emphasis on listening (English Listening World, 2011). Activities should be repeated and reviewed several times over week’s long periods and students should learn word chunks as part of input (English Listening World, 2011).
Materials and Resources Needed: Short stories Video stories Computers Earphones Notebook (to record lexical chunks)
Stage 2: Comprehended Input
Approaches: Task Based Learning Explanation: Task based learning is appropriate for the comprehended input stage where students begin to build awareness of and analyze the target language. In this approach the goal is for students to need to use the target language (Bowen). After the students use the language then feedback and correction are given, therefore emphasis in first on creating and using the target language, then after feedback the student will correct and reuse the language. There is an organization that is used with task based learning: pre-task – introduction to activity, task – student engaged in the activity, and language focus/feedback – the teaching and correcting part of the activity (Bowen).
Materials and Resources Needed: Reading resources: short stories, reference materials, menus, telephone book, anything used to get information. Task sheet – questions Other students to question
Stage 3: Comprehended Integration
Approaches: The Constructivist Approach Explanation: The constructivist approach is appropriate for the comprehended integration stage where students continue to build and start to make connections with their existing knowledge and store for later retrieval. In the constructivist approach the learner actively engages in their learning in a real world, student centered atmosphere. The students will take the input they get and analyze it to make real world meanings that connect to their lives and background knowledge.
Materials and Resources Needed: Short stories Multicultural stories (fairy tales from different countries are great) Non-fiction books (content area) Listening centers Computer centers Literacy centers
Stage 4: Output
Approaches: The Interactionist Approach Explanation: The interactionist approach is appropriate for the output stage where students have acquired enough input to begin focusing on output. The interactionist approach focuses on the social aspect of learning. The interactionist approach’s aim is for students to become self sufficient problem solvers (Coker & White, 1993).
Materials and Resources Needed: Books for group reading or literature circles Task based group activities Project activities Interviews
Suggestions and Tips for Teachers
Approaches for Beginners / Limited English Proficiency The Lexical Approach Task Based Approach Interactionist Approach Oral Language Development typological approach Approaches for Moderate English Proficiency Task Based Approach Interactionist Approach Advanced Vocabulary Instruction typological approach functional approach Approaches for Younger ESL Student The Lexical Approach Interactionist Approach Approaches for Middle School The Lexical Approach Task Based Approach Interactionist Approach Advanced Vocabulary Approach typological approach functional approach Approaches for High School The Lexical Approach Task Based Approach Interactionist Approach Advanced Vocabulary Approach typological approach functional approach
An Integrated View of Second Language Acquisition
Apperceived Input
Explanation:
The lexical approach is appropriate for the apperceived input state, where learners are becoming aware of the new language, but have not reached comprehension yet. In this approach intensive and extensive listening and reading in English is used with the biggest emphasis on listening (English Listening World, 2011). Activities should be repeated and reviewed several times over week’s long periods and students should learn word chunks as part of input (English Listening World, 2011).
Short stories
Video stories
Computers
Earphones
Notebook (to record lexical chunks)
Explanation:
Task based learning is appropriate for the comprehended input stage where students begin to build awareness of and analyze the target language. In this approach the goal is for students to need to use the target language (Bowen). After the students use the language then feedback and correction are given, therefore emphasis in first on creating and using the target language, then after feedback the student will correct and reuse the language. There is an organization that is used with task based learning: pre-task – introduction to activity, task – student engaged in the activity, and language focus/feedback – the teaching and correcting part of the activity (Bowen).
Reading resources: short stories, reference materials, menus, telephone book, anything used to get information.
Task sheet – questions
Other students to question
Explanation:
The constructivist approach is appropriate for the comprehended integration stage where students continue to build and start to make connections with their existing knowledge and store for later retrieval. In the constructivist approach the learner actively engages in their learning in a real world, student centered atmosphere. The students will take the input they get and analyze it to make real world meanings that connect to their lives and background knowledge.
Short stories
Multicultural stories (fairy tales from different countries are great)
Non-fiction books (content area)
Listening centers
Computer centers
Literacy centers
Explanation:
The interactionist approach is appropriate for the output stage where students have acquired enough input to begin focusing on output. The interactionist approach focuses on the social aspect of learning. The interactionist approach’s aim is for students to become self sufficient problem solvers (Coker & White, 1993).
Books for group reading or literature circles
Task based group activities
Project activities
Interviews
The Lexical Approach
Task Based Approach
Interactionist Approach
Oral Language Development
typological approach
Approaches for Moderate English Proficiency
Task Based Approach
Interactionist Approach
Advanced Vocabulary Instruction
typological approach
functional approach
Approaches for Younger ESL Student
The Lexical Approach
Interactionist Approach
Approaches for Middle School
The Lexical Approach
Task Based Approach
Interactionist Approach
Advanced Vocabulary Approach
typological approach
functional approach
Approaches for High School
The Lexical Approach
Task Based Approach
Interactionist Approach
Advanced Vocabulary Approach
typological approach
functional approach
Multicultural stories
Short Stories
Non fiction and content area books
Videos
Interactive Language and reading games: see **http://www.starfall.com/**
Books online: see **https://www.mycapstonelibrary.com/runtimelogin.aspx**
Task based activities: see
**http://www.willis-elt.co.uk/taskbased.html**
**http://tblt.net/free-lesson-plan/**
**http://iteslj.org/Lessons/**
Resources:
Bowen, T. (n.d.). Teaching approaches: task based learning. Retrieved from: http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-task-based-learning/146502.article
Coker, D & White, J. (1993). Selecting and applying learning theory to classroom teaching strategies. Retrieved from: http://findarticles.com/p/articles/mi_qa3673/is_n1_v114/ai_n28630513/pg_2/
English Listening World.com. (2011). How you can use the lexical approach to study English. Retrieved from: http://www.english-listening-world.com/lexical-approach.html
Giesen, J. (n.d.). Constructivism: A holistic approach to teaching and learning. Retrieved from: http://www.niu.edu/facdev/programs/handouts/constructivism.pdf
Active Links:
http://www.starfall.com/
https://www.mycapstonelibrary.com/runtimelogin.aspx
http://www.willis-elt.co.uk/taskbased.html
http://tblt.net/free-lesson-plan/
http://iteslj.org/Lessons/
Contact Sirci Stinson at sirci.stinson@mnps.org